TEST BANK FOR PRESCOTTS MICROBIOLOGY 9TH EDITION BY WILLEY SHERWOOD WOOLVERTON

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1 TEST BANK FOR PRESCOTTS MICROBIOLOGY 9TH EDITION BY WILLEY SHERWOOD WOOLVERTON Link download full: Fill in the Blank Questions Chapter 02 Microscopy 1. The is the point at which a lens focuses parallel beams of light. focal point ASM Topic: Module 08 Microbiology Skills Learning Outcome: Correlate lens strength and focal length Section:

2 2. The is the distance between the center of a lens and the point at which it focuses parallel beams of light. focal length ASM Topic: Module 08 Microbiology Skills Learning Outcome: Relate the refractive indices of glass and air to the path light takes when it passes through a prism or convex lens Section:

3 True / False Questions 3. Light rays are refracted (bent) when they cross the interface between materials with different refractive indices. TRUE ASM Topic: Module 08 Microbiology Skills Learning Outcome: Correlate lens strength and focal length Section: Multiple Choice Questions 2-3

4 4. Light rays are refracted (bent) when they cross the interface between materials with different refractive indices. A. differential interference contrast B. dark field C. phase-contrast D. confocal Learning Outcome: Relate the refractive indices of glass and air to the path light takes when it passes through a prism or convex lens Section:

5 5. Confocal microscopes exhibit improved contrast and resolution by A. illumination of a large area of the specimen. B. blocking out stray light with an aperture located above the objective lens. C. use of light at longer wavelengths. D. use of ultraviolet light to illuminate the specimen. Learning Outcome: Predict the relative degree of resolution based on light wavelength and numerical aperture of the lens used to examine a specimen Section: A 30 objective and a 20 ocular produce a total magnification of A B C. 50. D ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: Evaluate the parts of a light microscope in terms of their contributions to image production and use of the microscope Section:

6 7. A 45 objective and a 10 ocular produce a total magnification of A B. 55. C D ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: Evaluate the parts of a light microscope in terms of their contributions to image production and use of the microscope Section:

7 8. A microscope that exposes specimens to ultraviolet, violet, or blue light and forms an image with the light emitted at a different wavelength is called a microscope. A. phase-contrast B. dark-field C. scanning electron D. fluorescence ASM Topic: Module 08 Microbiology Skills Learning Outcome: Create a table that compares and contrasts the various types of light microscopes in terms of their uses, how images are created, and the quality of images produced Section:

8 9. Immersion oil can be used to increase the resolution achieved with some microscope lenses because it increases the between the specimen and the objective lens. A. optical density B. refractive index C. optical density and refractive index D. neither optical density nor refractive index Learning Outcome: Relate the refractive indices of glass and air to the path light takes when it passes through a prism or convex lens Section: True / False Questions 2-8

9 10. A substage condenser is used to focus light onto the specimen, which increases the resolution of a light microscope. TRUE ASM Topic: Module 08 Microbiology Skills Learning Outcome: Evaluate light microscopy, electron microscopy, and scanning probe microscopy in terms of their uses, resolution, and the quality of the images create Section:

10 Fill in the Blank Questions 11. The is the distance between the specimen and the objective lens when the specimen is in focus. working distance Learning Outcome: Evaluate the parts of a light microscope in terms of their contributions to image production and use of the microscope Section: The useful magnification of a light microscope is limited by the of the light source being utilized. wavelength Learning Outcome: Predict the relative degree of resolution based on light wavelength and numerical aperture of the lens used to examine a specimen Section:

11 13. The special dyes used in fluorescence microscopy that absorb light at one wavelength and emit light at a different wavelength are called. fluorochromes ASM Topic: Module 08 Microbiology Skills Learning Outcome: Predict the relative degree of resolution based on light wavelength and numerical aperture of the lens used to examine a specimen Section: In order to view a specimen with a total magnification of 400, a objective must be used if the ocular is ASM Topic: Module 08 Microbiology Skills Blooms Level: 3. Apply Learning Outcome: Evaluate the parts of a light microscope in terms of their contributions to image production and use of the microscope Section:

12 True / False Questions 15. Confocal microscopes, in combination with specialized computer software, can be used to create three-dimensional images of cell structures. TRUE Blooms Level: 1. Remember Learning Outcome: Create a table that compares and contrasts the various types of light microscopes in terms of their uses, how images are created, and the quality of images produced Section: A light microscope with an objective lens numerical aperture of 0.65 is capable of allowing two objects 400 nm apart to be distinguished when using light with a wavelength of 420 nm. TRUE Blooms Level: 3. Apply Learning Outcome: Predict the relative degree of resolution based on light wavelength and numerical aperture of the lens used to examine a specimen Section:

13 17. Resolution decreases when the wavelength of the illuminating light decreases. FALSE Learning Outcome: Predict the relative degree of resolution based on light wavelength and numerical aperture of the lens used to examine a specimen Section:

14 18. Immersion oil is used to prevent a specimen from drying out. FALSE ASM Topic: Module 08 Microbiology Skills Section: It is possible to build a light microscope capable of 10,000 magnification, but the image would not be sharp because resolution is independent of magnification. TRUE Learning Outcome: Correlate lens strength and focal length Section:

15 20. Immersion oil increases the amount of light passing through a specimen and entering the objective lens. TRUE ASM Topic: Module 08 Microbiology Skills Learning Outcome: Relate the refractive indices of glass and air to the path light takes when it passes through a prism or convex lens Section:

16 Multiple Choice Questions 21. If the objective lenses of a microscope can be changed without losing focus on the specimen, they are said to be A. equifocal. B. totifocal. C. parfocal. D. optifocal. ASM Topic: Module 08 Microbiology Skills Learning Outcome: Evaluate the parts of a light microscope in terms of their contributions to image production and use of the microscope Section:

17 22. An instrument that magnifies slight differences in the refractive index of cell structures is called a (n) microscope. A. phase-contrast B. electron C. fluorescence D. densitometric Learning Outcome: Create a table that compares and contrasts the various types of light microscopes in terms of their uses, how images are created, and the quality of images produced Section:

18 23. The instrument that produces a bright image of the specimen against a dark background is called a (n) microscope. A. phase-contrast B. electron C. bright-field D. dark-field Learning Outcome: Create a table that compares and contrasts the various types of light microscopes in terms of their uses, how images are created, and the quality of images produced Section:

19 24. As the magnification of a series of objective lenses increases, the working distance A. increases. B. decreases. C. stays the same. D. cannot be predicted. ASM Topic: Module 08 Microbiology Skills Learning Outcome: Evaluate the parts of a light microscope in terms of their contributions to image production and use of the microscope Section:

20 25. Prior to staining, smears of microorganisms are heat-fixed in order to A. allow eventual visualization of internal structures. B. ensure removal of dust particles from the slide surface. C. attach it firmly to the slide. D. create small pores in cells that facilitates binding of stain to cell structures. ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Objective: Use aseptic and pure culture techniques to enrich for and isolate microorganisms. ASM Topic: Module 08 Microbiology Skills Learning Outcome: Recommend a fixation process to use when the microbe is a bacterium or archaeon and when the microbe is a protist Section:

21 26. Acid-fast organisms such as Mycobacterium tuberculosis contain constructed from mycolic acids in their cell walls. A. proteins B. carbohydrates C. lipids D. peptidoglycan ASM Objective: Bacteria and Archaea have specialized structures (e.g. flagella, endospores, and pili) that often confer critical capabilities. Learning Outcome: Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible Section:

22 27. In the Gram-staining procedure, the primary stain is A. iodine. B. safranin. C. crystal violet. D. alcohol. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining procedure Section: In the Gram-staining procedure, the decolorizer is A. iodine. B. safranin. C. crystal violet. D. ethanol or acetone. ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 02 Structure and Function Learning Outcome: Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible Section:

23 29. In the Gram-staining procedure, the counterstain is A. iodine. B. safranin. C. crystal violet. D. alcohol. ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible Section: In the Gram-staining procedure, the mordant is A. iodine. B. safranin. C. crystal violet. D. alcohol. ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible Section:

24 31. After the primary stain has been added but before the decolorizer has been used, gram-positive organisms are stained and gram-negative organisms are stained. A. purple; purple B. purple; colorless C. purple; pink D. pink; pink ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 02 Structure and Function Learning Outcome: Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining procedure Section:

25 32. After the decolorizer has been added, gram-positive organisms are stained and gram-negative organisms are stained. A. purple; purple B. purple; colorless C. purple; pink D. pink; pink ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 08 Microbiology Skills Learning Outcome: Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining procedure Section:

26 33. After the secondary stain has been added, gram-positive organisms are stained and gram-negative organisms are stained. A. purple; purple B. purple; colorless C. purple; pink D. pink; pink ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining procedure Section:

27 34. If the decolorizer is left on too long in the Gram-staining procedure, gram-positive organisms will be stained and gram-negative organisms will be stained. A. purple; blue B. purple; colorless C. purple; pink D. pink; pink ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Blooms Level: 3. Apply Learning Outcome: Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining procedure Section:

28 35. If the decolorizer is not left on long enough in the Gram-staining procedure, gram-positive organisms will be stained and gram-negative organisms will be stained. A. purple; purple B. purple; colorless C. purple; pink D. pink; pink ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 02 Structure and Function Blooms Level: 3. Apply Learning Outcome: Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining procedure Section:

29 36. Which of the following is considered to be a differential staining procedure? A. Gram stain. B. Acid-fast stain. C. both Gram stain and Acid-fast stain. D. Leifson's flagella stain. ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible Section:

30 37. Basic dyes such as methylene blue bind to cellular molecules that are A. hydrophobic. B. negatively charged. C. positively charged. D. aromatic. ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible Section: The Schaeffer-Fulton procedure is used to stain A. flagella. B. fat deposits. C. endospores. D. DNA of chromosomes. ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible Section:

31 True / False Questions 39. Gram staining divides bacterial species into roughly two equal groups. TRUE ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining procedure Section: Negative staining facilitates the visualization of bacterial capsules which are intensely stained by the procedure. FALSE ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible Section:

32 41. Negative staining with India ink can be used to reveal the presence of capsules that surround bacterial cells. TRUE ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 02 Structure and Function Learning Outcome: Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible Section: Mordants increase the binding between a stain and specimen. TRUE ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 02 Structure and Function Learning Outcome: Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining procedure Section:

33 43. In order to stain flagella so that they may be readily observed by light microscopy, it is usually necessary to increase their thickness. TRUE ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible Section: Fill in the Blank Questions 44. The procedure in which a single stain is used to visualize microorganisms is called staining. simple ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible Section:

34 45. is the process by which internal and external structures of cells and organisms are preserved and maintained in position. Fixation ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Recommend a fixation process to use when the microbe is a bacterium or archaeon and when the microbe is a protist Section: Thin films of bacteria that have been air-dried onto a glass microscope slide are called. smears ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). ASM Topic: Module 08 Microbiology Skills Learning Outcome: Recommend a fixation process to use when the microbe is a bacterium or archaeon and when the microbe is a protist Section:

35 47. A procedure that divides organisms into two or more groups depending on their individual reactions to the same staining procedure is referred to as staining. differential ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Plan a series of appropriate staining procedures to describe an unknown bacterium as fully as possible Section: Multiple Choice Questions 2-35

36 48. The Gram-staining procedure is an example of: A. simple staining. B. negative staining. C. differential staining. D. fluorescent staining. ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining procedure Section:

37 True / False Questions 9. The Gram-staining procedure is widely used because it allows rapid identification of a microorganism with little additional testing. FALSE ASM Objective: Properly prepare and view specimens for examination using microscopy (bright field and, if possible, phase contrast). Learning Outcome: Compare what happens to Gram-positive and Gram-negative bacterial cells at each step of the Gram-staining procedure Section: Multiple Choice Questions 2-37

38 50. Regions of a specimen with higher electron density scatter electrons and, therefore, appear in the image projected onto the screen of a transmission electron microscope. A. more; lighter B. more; darker C. fewer; darker D. fewer; lighter ASM Topic: Module 08 Microbiology Skills Learning Outcome: Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and electron cryotomography Section:

39 True / False Questions 51. Because transmission electron microscopy uses electrons rather than light, it is not necessary to stain biological specimens before observing them. FALSE Learning Outcome: Evaluate light microscopy, electron microscopy, and scanning probe microscopy in terms of their uses, resolution, and the quality of the images create Section:

40 52. Scanning electron microscopes bombard specimens with a stream of electrons; however, the specimen image is produce by electrons that are derived from atoms of the specimen itself rather than by the electrons used to bombard the specimen. TRUE Learning Outcome: Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and electron cryotomography Section:

41 53. It was possible to view viruses only after the invention of the electron microscope because they are too small to be seen with a light microscope. TRUE Blooms Level: 3. Apply Learning Outcome: Create a concept map, illustration, or table that compares transmission electron microscopes (TEM) to light microscopes Section: Fill in the Blank Questions 54. An electron microscope uses lenses to focus beams of electrons onto a specimen. magnetic Learning Outcome: Create a concept map, illustration, or table that compares transmission electron microscopes (TEM) to light microscopes Section:

42 Multiple Choice Questions 55. Scanning electron microscopy is most often used to reveal A. surface structures. B. internal structures. C. both surface and internal structures simultaneously. D. either surface or internal structures, but not simultaneously. Learning Outcome: Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and electron cryotomography Section:

43 56. Small internal cell structures are best visualized with a A. light microscope. B. dark-field microscope. C. transmission electron microscope. D. flagellar microscope. Learning Outcome: Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and electron cryotomography Section:

44 57. In transmission electron microscopy, spreading a specimen out in a thin film with uranyl acetate, which does not penetrate the specimen, is called A. freeze-etching. B. simple staining. C. shadow staining. D. negative staining. ASM Topic: Module 08 Microbiology Skills Blooms Level: 1. Remember Learning Outcome: Decide when it would be best to examine a microbe by TEM, scanning electron microscopy (SEM), and electron cryotomography Section: Fill in the Blank Questions 58. breaks frozen specimens along lines of greatest weakness, often down the middle of lipid bilayer membranes so that they may be observed by transmission electron microscopy. Freeze-etching 2-44

45 59. The microscope is capable of atomic resolution of specimens, even when they are immersed in water. Scanning tunneling Learning Outcome: Distinguish scanning tunneling from atomic force microscopes in terms of how they create images and their uses Section:

46 60. The designer of the first transmission electron microscope,, was awarded the 1986 Nobel Prize in physics. Ernst Ruska Blooms Level: 1. Remember Section: Multiple Choice Questions 61. Atomic force microscopes use a scanning probe that maintains a fixed distance from the surface of the specimen. It is useful for specimens that A. do not conduct electricity well. B. have extremely uneven surfaces. C. both do not conduct electricity well and have extremely uneven surfaces are correct. D. neither do not conduct electricity well nor have extremely uneven surfaces is correct. Learning Outcome: Distinguish scanning tunneling from atomic force microscopes in terms of how they create images and their uses Section:

47 True / False Questions 62. Scanning tunneling electron microscopes create a three-dimensional image of specimens at atomic level resolution. TRUE Learning Outcome: Evaluate light microscopy, electron microscopy, and scanning probe microscopy in terms of their uses, resolution, and the quality of the images create Section: